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The Normal Colle
VOLUME VIII DILLO., 10)JTA)JA. FRIDAY, 0 TOBER 21, 1927 UMBER 1
COLLEGE STAFF
HAS SEVERAL
NEW MEMBERS
Difficulties of Beginning Teachers
in Montana
ARE YOU UP-TO­DATE
IN YOUR
PROFESSIO ,•
Would You Do This?
for 01'1'­,
th most
publish d
th Ind x,
r 1, 1927,
Th 1 l't T scher of
Hi tol'~' and vic
[ rial
T RU
Th n w regulation
pond n tudy tud nt
important of which w l'
in th August numb l' of
b am f'f ttv S pt mb
OT BEFORE.
All l' gis ran s ar l' quired to
com ply with the r gulation l' gard­ing
th tim giv 11 for PI' paration of
les on. orr ponden study is not
permitl d to tud nt l' gularly en­rolled
in l' sid nt study Ith l' at tbe
Tormal 011 ge or any otb l' institu­tion.
0 n w regi trants ar tarted
on COUl'S between April 1 and Aug­u
t 15. Enroll before April 1 if you
(Continued on page 4)
n. 0 hall it v l'
b ." Thi m to b th maxim of
a ertain kind of t aching. And truly
ther is room for some of such un-hangeabl
ness. Two and thre have
alway made five, at least sine re­motest
ancestors crawled out of the
wat r, or whatever th y crawled out
of, and counted their to s, or what­ever
they counted. Likewise, sen­t
nces have always had subjects and
predicates. Much has always been
greater than little, and considerably
more than none at all, wheth l' it
applied to much people of olden usage
or much to pay of modern instalI­m
nt buying. The eternal verities
stand.
Th l' ar other things which must
be taught even though they do not so
comfortably stay put. Once it was up­to-
dat to tach th flatn ss of the
arlh; now that view is con idered
archaic, except in the mood which
expres s itself in "How wary stale,
FLAT and unprofttabl!" A hun­dl'
d y ars ago many teachers were
d fending house-flies as beneticient
cr atur which kept the world clean;
now a more aggressive pedagogy
swats th fiy. Thus do our theories
chang.
In some subjects facts, as well as
theori s, are progressively elusive.
Teach rs who learned to nam in or­der
tb five largest iti s in the
Unit d Stat s find that what they
once 0 glibly and po itively l' cit d
is no longer true. H who kn w the
map of Europe b fore 1914 discov rs
in 1927 a n bulous flock of the th­ni
orphans of s If-d t rmination
wh l' auto racy on mad d t r-
(Continued on page 4)
absent. That is, they were pay­ing
no attention. What would
you have done with that inat­tentive,
absent one-fourth of the
class?
c. The t a her had on th
front blackboard, in conspicu­ously
neat and attractiv form,
color d crayon pictures l' PI' ­senting
one cow, two horses,
thr e hens, four children, five
rabbits, six pigs, v n' tr es,
ight fish, and nin du k . The
numb l' w l' not arranged in
con ecutive ord r. What was the
purpos of thi di play? Would
you have arranged the number
ons cutiv ly? Why?
d. 'In a ixth grad lass the
pupils \V re sent to the board to
draw from m morya sk t h map
of Montana. Aft l' the outline
had be n made th y 10 ated a
half doz n principal itie in
Montana and s v ral of the
rivers. The t acher asually
ask d them to locate the Missis­sippi
river, and several pupils
placed it on the map of Montana.
(Continued on page 3)
pupil a tivity 67
Doe not att nd to the h at­ing
and lighting of th room.... 67
Inability to tach pupils how
to tudy 60
Ina curate and i n d e fi nit
knowl dg _ 60
Has no d tinite objectives in
tea hing 60
Inability to analyze a case to
find out why a pupil does not
b have 60
La k of d cisiv ness or courage
on the part of teachers cause
of poor discipline 60
5. Material unorganized - lacks
continuity 53
Insuffici nt daily preparation.. 53
Lacks judgment 53
Does not know when child has
met landards of achiev ment 53
Does not recognize individual
di1!erences in learning.............. 47
6. Gives inaccurate information.. 47
7. Wrong conception of discipline 40
7. Dry and bookish teaching.
Children memorizing wh n
they should be thinking 40
The outstanding fact about the
opinions of the foregoing group is the
large percentage agreeing upon cer­tain
definite points. In the judgment
of this group, trained and skilled in
dealing with beginners by a long ser­vice
in that work, the "wasting of
time in getting started to teach"
(Continued on page 3)
Rank Chief Difficulties
1. Wastes time in getting started
to teach 87
2. Insufficient reserve of knowl-edge
73
2. Inability to diagnose the diffi-culties
of children 73
;3. Does not know the type of reci­tation
which will be most ef­fective
for various types of
subject matter 67
3. Talks too much - too much
teacher activity and too little
While a teacher is so fortunate as
to spend a visiting day in another
school watching a skilled teacher. a
good many questions arise as to com­parative
procedure. There is only
one correct answer to most problems,
but there may be several solutions.
There are usually a number of meth­ods,
no one of which is universally
best. The observations whi h follow
are based upon Montana school
rooms this year.
a. The problem was to find
the superficial area in the ubic
content of a cylinder. The teach­er
had each pupil roll a sheet of
paper to represent a cylind r.
She had a few pupils represent
a cylinder by indifferent draw­ings
on the blackboard. Which
would you have done?
b. The teacher had half of a
class at the blackboard forming
plurals of a list of nouns. At
the right of each plural the rule
which applied was called for.
Half of the class in the eats was
giving close attention to what
happened at the blackboard.
The other half at the ea ts was
Th critic teach r in th training
school of the Montana State Normal 3.
College were asked to till out a qu ­tionnaire
regarding th fundamental 4.
difficulties of beginning teachers in
Montana. This group deals constantly 4.
with practice teachers. They have an
excellent opportunity to observe the 4.
beginner from her first attempt at
teaching until she has finished her 4.
work in training. Because of the cru­cial
position which these critic teach-ers
fill, the information which they 4.
give should be of great value in help­ing
us to find a solution to our prob­lem.
Using the points on which at least
forty per cent agree, let us see what 5.
in the opinion of our critic teachers 5.
are outstanding problems of our be- 5.
ginning group of teachers.
The number after each listed diffi- 6.
culty indicates the per cent of agree­ment
among the teachers.
O. K. Moe, recently appointed
coach of men's athletics at the Nor­mal
College, and several members of
the training school faculty assumed
their duties at the opening of the
autumn quarter.
Mr. Moe is a graduate of the Uni­versity
of Montana, and has done
considerable work in athletics. He
played varsity football when in Mis­soula
and also when attending St.
Cloud University in Minnesota. He
has been a very successful coach in
Montana high schools during the
past few years.
Miss Mira Booth, who was an in­structor
in the College during sum­mer
school in 1926, has charge of
the music at the training school. Miss
Booth is a graduate of the State
Normal College at Cheney and the
University of Washington, and has
had several years' successful work in
pubUc school music.
Miss Eleanor Hedric.k has the
work in grade 2B; she is a graduate
from the Ellensburg State Normal
School of Washington, and of the
State College of Washington at Pull­man.
Miss Ardis Wynne will have charge
of grade 2A. She is a graduate of the
Bellingham Normal School of Wash­ington,
and of the State University
of Washington at Seattle.
Mrs. Esther York, the new teacher
of grade 3A, was recommended by
the University of Nebraska. She has
attended that university and her de­gree
is from Kearney State Teachers'
College in ebraska. All four of
these new members of the training
school staJf have had several years
of experience.
CONVOCATIO.l.:T PROGRAl\:lS
Tl'ainin~ S('hool Hns Foul' New Fac­ult~
· l\fembf'1' ----College Depart­Jllent
Ha. One
At the first assembly, September
13, PresiUent Davis welcomed the
new students and made a number of
important announcements for the
week.
Assembly Septembel' 20, was de­voted
to the commemoration of Con­stitution
Week. The address was
made by Professor R. E. Albright,
who forcibly showed the part which
the Constitution has played in giving
America both stability and progress.
A violin solo was given by Violet
Vonder VOl', and a vocal solo by Nelle
Porter.
The assembly program on Tuesday,
October 4, was as follows: A violin
(Continued on page 4)

Monthly publication for teachers with lesson suggestions, reminders of summer school classes, helpful hints for the classroom, and alumni news.

Creator

Journalism Class

Genre

newspapers

Type

Text

Language

english

Date Original

1927; 1928

Subject

Montana State Normal College--Newspapers; Western Montana State College--Newspapers; Western Montana College of Education--Newspapers; University of Montana at Western--Newspapers; University of Montana Western.

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Copyright is retained by UMW. Content is intended for educational and research use and may be used for non-commercial purposes with appropriate attribution. Organizations and individuals seeking to use content for publication must assume responsibility for indentifying and satisfying any claimants of copyright.

The Normal Colle
VOLUME VIII DILLO., 10)JTA)JA. FRIDAY, 0 TOBER 21, 1927 UMBER 1
COLLEGE STAFF
HAS SEVERAL
NEW MEMBERS
Difficulties of Beginning Teachers
in Montana
ARE YOU UP-TO­DATE
IN YOUR
PROFESSIO ,•
Would You Do This?
for 01'1'­,
th most
publish d
th Ind x,
r 1, 1927,
Th 1 l't T scher of
Hi tol'~' and vic
[ rial
T RU
Th n w regulation
pond n tudy tud nt
important of which w l'
in th August numb l' of
b am f'f ttv S pt mb
OT BEFORE.
All l' gis ran s ar l' quired to
com ply with the r gulation l' gard­ing
th tim giv 11 for PI' paration of
les on. orr ponden study is not
permitl d to tud nt l' gularly en­rolled
in l' sid nt study Ith l' at tbe
Tormal 011 ge or any otb l' institu­tion.
0 n w regi trants ar tarted
on COUl'S between April 1 and Aug­u
t 15. Enroll before April 1 if you
(Continued on page 4)
n. 0 hall it v l'
b ." Thi m to b th maxim of
a ertain kind of t aching. And truly
ther is room for some of such un-hangeabl
ness. Two and thre have
alway made five, at least sine re­motest
ancestors crawled out of the
wat r, or whatever th y crawled out
of, and counted their to s, or what­ever
they counted. Likewise, sen­t
nces have always had subjects and
predicates. Much has always been
greater than little, and considerably
more than none at all, wheth l' it
applied to much people of olden usage
or much to pay of modern instalI­m
nt buying. The eternal verities
stand.
Th l' ar other things which must
be taught even though they do not so
comfortably stay put. Once it was up­to-
dat to tach th flatn ss of the
arlh; now that view is con idered
archaic, except in the mood which
expres s itself in "How wary stale,
FLAT and unprofttabl!" A hun­dl'
d y ars ago many teachers were
d fending house-flies as beneticient
cr atur which kept the world clean;
now a more aggressive pedagogy
swats th fiy. Thus do our theories
chang.
In some subjects facts, as well as
theori s, are progressively elusive.
Teach rs who learned to nam in or­der
tb five largest iti s in the
Unit d Stat s find that what they
once 0 glibly and po itively l' cit d
is no longer true. H who kn w the
map of Europe b fore 1914 discov rs
in 1927 a n bulous flock of the th­ni
orphans of s If-d t rmination
wh l' auto racy on mad d t r-
(Continued on page 4)
absent. That is, they were pay­ing
no attention. What would
you have done with that inat­tentive,
absent one-fourth of the
class?
c. The t a her had on th
front blackboard, in conspicu­ously
neat and attractiv form,
color d crayon pictures l' PI' ­senting
one cow, two horses,
thr e hens, four children, five
rabbits, six pigs, v n' tr es,
ight fish, and nin du k . The
numb l' w l' not arranged in
con ecutive ord r. What was the
purpos of thi di play? Would
you have arranged the number
ons cutiv ly? Why?
d. 'In a ixth grad lass the
pupils \V re sent to the board to
draw from m morya sk t h map
of Montana. Aft l' the outline
had be n made th y 10 ated a
half doz n principal itie in
Montana and s v ral of the
rivers. The t acher asually
ask d them to locate the Missis­sippi
river, and several pupils
placed it on the map of Montana.
(Continued on page 3)
pupil a tivity 67
Doe not att nd to the h at­ing
and lighting of th room.... 67
Inability to tach pupils how
to tudy 60
Ina curate and i n d e fi nit
knowl dg _ 60
Has no d tinite objectives in
tea hing 60
Inability to analyze a case to
find out why a pupil does not
b have 60
La k of d cisiv ness or courage
on the part of teachers cause
of poor discipline 60
5. Material unorganized - lacks
continuity 53
Insuffici nt daily preparation.. 53
Lacks judgment 53
Does not know when child has
met landards of achiev ment 53
Does not recognize individual
di1!erences in learning.............. 47
6. Gives inaccurate information.. 47
7. Wrong conception of discipline 40
7. Dry and bookish teaching.
Children memorizing wh n
they should be thinking 40
The outstanding fact about the
opinions of the foregoing group is the
large percentage agreeing upon cer­tain
definite points. In the judgment
of this group, trained and skilled in
dealing with beginners by a long ser­vice
in that work, the "wasting of
time in getting started to teach"
(Continued on page 3)
Rank Chief Difficulties
1. Wastes time in getting started
to teach 87
2. Insufficient reserve of knowl-edge
73
2. Inability to diagnose the diffi-culties
of children 73
;3. Does not know the type of reci­tation
which will be most ef­fective
for various types of
subject matter 67
3. Talks too much - too much
teacher activity and too little
While a teacher is so fortunate as
to spend a visiting day in another
school watching a skilled teacher. a
good many questions arise as to com­parative
procedure. There is only
one correct answer to most problems,
but there may be several solutions.
There are usually a number of meth­ods,
no one of which is universally
best. The observations whi h follow
are based upon Montana school
rooms this year.
a. The problem was to find
the superficial area in the ubic
content of a cylinder. The teach­er
had each pupil roll a sheet of
paper to represent a cylind r.
She had a few pupils represent
a cylinder by indifferent draw­ings
on the blackboard. Which
would you have done?
b. The teacher had half of a
class at the blackboard forming
plurals of a list of nouns. At
the right of each plural the rule
which applied was called for.
Half of the class in the eats was
giving close attention to what
happened at the blackboard.
The other half at the ea ts was
Th critic teach r in th training
school of the Montana State Normal 3.
College were asked to till out a qu ­tionnaire
regarding th fundamental 4.
difficulties of beginning teachers in
Montana. This group deals constantly 4.
with practice teachers. They have an
excellent opportunity to observe the 4.
beginner from her first attempt at
teaching until she has finished her 4.
work in training. Because of the cru­cial
position which these critic teach-ers
fill, the information which they 4.
give should be of great value in help­ing
us to find a solution to our prob­lem.
Using the points on which at least
forty per cent agree, let us see what 5.
in the opinion of our critic teachers 5.
are outstanding problems of our be- 5.
ginning group of teachers.
The number after each listed diffi- 6.
culty indicates the per cent of agree­ment
among the teachers.
O. K. Moe, recently appointed
coach of men's athletics at the Nor­mal
College, and several members of
the training school faculty assumed
their duties at the opening of the
autumn quarter.
Mr. Moe is a graduate of the Uni­versity
of Montana, and has done
considerable work in athletics. He
played varsity football when in Mis­soula
and also when attending St.
Cloud University in Minnesota. He
has been a very successful coach in
Montana high schools during the
past few years.
Miss Mira Booth, who was an in­structor
in the College during sum­mer
school in 1926, has charge of
the music at the training school. Miss
Booth is a graduate of the State
Normal College at Cheney and the
University of Washington, and has
had several years' successful work in
pubUc school music.
Miss Eleanor Hedric.k has the
work in grade 2B; she is a graduate
from the Ellensburg State Normal
School of Washington, and of the
State College of Washington at Pull­man.
Miss Ardis Wynne will have charge
of grade 2A. She is a graduate of the
Bellingham Normal School of Wash­ington,
and of the State University
of Washington at Seattle.
Mrs. Esther York, the new teacher
of grade 3A, was recommended by
the University of Nebraska. She has
attended that university and her de­gree
is from Kearney State Teachers'
College in ebraska. All four of
these new members of the training
school staJf have had several years
of experience.
CONVOCATIO.l.:T PROGRAl\:lS
Tl'ainin~ S('hool Hns Foul' New Fac­ult~
· l\fembf'1' ----College Depart­Jllent
Ha. One
At the first assembly, September
13, PresiUent Davis welcomed the
new students and made a number of
important announcements for the
week.
Assembly Septembel' 20, was de­voted
to the commemoration of Con­stitution
Week. The address was
made by Professor R. E. Albright,
who forcibly showed the part which
the Constitution has played in giving
America both stability and progress.
A violin solo was given by Violet
Vonder VOl', and a vocal solo by Nelle
Porter.
The assembly program on Tuesday,
October 4, was as follows: A violin
(Continued on page 4)